Computational Thinking & Block Programming in K-12 Education Specialization

Start Date: 03/29/2020

Course Type: Specialization Course

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About Course

In the 21st century, computational thinking is a skill critical for all the world's citizens. Computing and technology is impacting all our lives and everyone needs to know how to formulate problems and express their solutions such that a computer can carry it out. In this Specialization you will both learn several block-based languages, but using novel approaches designed to make learning programming easier. Covers most CSTA Algorithms & Programming Standards for Algorithms, Variables, Control, and Modularity: Levels 1-3A.

Course Syllabus

Computational Thinking for K-12 Educators: Sequences and Loops
Computational Thinking for K-12 Educators: Variables and Nested Loops
Computational Thinking for K-12 Educators: Conditional Loops and If Statements
Computational Thinking for K-12 Educators: Nested If Statements and Compound Conditionals

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Course Introduction

Teach Computational Thinking. Be prepared to teach block-based programming in K-12 settings Computational Thinking & Block Programming in K-12 Education Specialization In this course you will learn how to apply computational thinking and programming in K-12 programming by reviewing formal models and frameworks, and applying the Java programming environment to practical problems, and offering programming examples. We will introduce the key concepts and algorithms for dealing with large, complex problems, and consider how these concepts relate to programming in general. We will also cover programming in the context of concurrent Java programs, including threads, locks, threads, threads, and synchronization. We will discuss the basics of concurrent Java programs, including how to use threads and locks in your classpath, and how to use them in the context of threads and locks in your application.Computational Thinking & Blocks Functional Models Tasks, Monads, and Arrays Concurrency and Concurrency in Java Computational Thinking in Public Health This course introduces the computational thinking and decision-making processes that underlie major public health interventions. We describe how decision-makers use scientific evidence to form ethical and social commitments, and how this decision-making process is influenced by the nature of the scientific evidence. We then describe how decision-makers use computational thinking and decision-making processes to evaluate the quality of evidence and the appropriateness of interventions. We finish by examining the role of consensus decision-making processes for evaluating interventions and decision-makers use the project-based nature of the task to include input from diverse stakeholders

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Computational thinking Jeannette Wing envisioned computational thinking becoming an essential part of every child's education. However, since her article (published in 2006) integrating computational thinking into the K-12 curriculum has faced several challenges including the agreement on the definition of computational thinking. Currently Computational Thinking is broadly defined as a set of cognitive skills and problem solving processes that include (but are not limited to) the following characteristics:
Computational thinking Current integration computational thinking into the K-12 curriculum comes in two forms: in computer science classes directly or through the use and measure of computational thinking techniques in other subjects. Teachers in Science, Technology, Engineering, and Mathematics (STEM) focused classrooms that include computational thinking, allow students to practice problem-solving skills such as trial and error (Barr, et al, 2011). Valerie Barr and Chris Stephenson describe computational thinking patterns across disciplines in a 2011 ACM Inroads article However Conrad Wolfram has argued that computational thinking should be taught as a distinct subject.
Computational thinking The concept of Computational Thinking has been criticized as too vague, as it's rarely made clear how it is different from other forms of thought. Some computer scientists worry about the promotion of Computational Thinking as a substitute for a broader computer science education, as computational thinking represents just one small part of the field. Others worry that the emphasis on Computational Thinking encourages computer scientists to think too narrowly about the problems they can solve, thus avoiding the social, ethical and environmental implications of the technology they create.
Computational thinking Computational Thinking (CT) is the thought processes involved in formulating a problem and expressing its solution(s) in such a way that a computer—human or machine—can effectively carry out. Computational Thinking is an iterative process based on three stages: 1) Problem Formulation (abstraction), 2) Solution Expression (automation), and 3) Solution Execution & Evaluation (analyses) captured by the figure to the right. The term "computational thinking" was first used by Seymour Papert in 1980 and again in 1996. Computational thinking can be used to algorithmically solve complicated problems of scale, and is often used to realize large improvements in efficiency.
Computational thinking The phrase "computational thinking" was brought to the forefront of the computer science community as a result of an ACM Communications article on the subject by Jeannette Wing. The article suggested that thinking computationally was a fundamental skill for everyone, not just computer scientists, and argued for the importance of integrating computational ideas into other disciplines.
Computational thinking As far as a physical facility, in Central New Jersey, there is a small institution, named Storming Robots, offering technology programs to Grade 4 to 12 with an emphasis on Algorithmic and Computational Thinking via robotics projects throughout the school year. Students may follow its road map starting from Grade 4 until they graduate to college.
Block (programming) In computer programming, a block or code block is a lexical structure of source code which is grouped together. Blocks consist of one or more declarations and statements. A programming language that permits the creation of blocks, including blocks nested within other blocks, is called a block-structured programming language. Blocks are fundamental to structured programming, where control structures are formed from blocks.
Computational thinking Carnegie Mellon University in Pittsburgh has a Center for Computational Thinking. The Center's major activity is conducting PROBEs or PROBlem-oriented Explorations. These PROBEs are experiments that apply novel computing concepts to problems to show the value of computational thinking. A PROBE experiment is generally a collaboration between a computer scientist and an expert in the field to be studied. The experiment typically runs for a year. In general, a PROBE will seek to find a solution for a broadly applicable problem and avoid narrowly focused issues. Some examples of PROBE experiments are optimal kidney transplant logistics and how to create drugs that do not breed drug-resistant viruses.
K-12 Education Administration The K-12 Education Administration (K12EA; ) is the agency of the Ministry of Education of the Taiwan (ROC) responsible for formulating, executing and supervising educational policies and systems for senior high school education and below in Taiwan.
Block programming Block programming or television block is a strategy of broadcast programming and radio programmers. Block programming can simply be defined as arranging programs on radio or television so that similar programs or programs of the same sort of genre are aired one after another.
Design thinking Apart from non profit entities and corporations, research universities are also involved in deploying design thinking curriculum to K-12 schools. Part of Stanford University's efforts to incorporate design thinking in education into a hands-on setting is the Taking Design Thinking to Schools initiative. The Stanford School of Education and partner with K-12 teachers in the Palo Alto area to discover ways to apply design thinking in an educational setting. "Teachers and students engage in hands-on design challenges that focus on developing empathy, promoting a bias towards action, encouraging ideation, developing metacognitive awareness and fostering active problem solving."
Design thinking There are currently many researchers exploring the intersection of design thinking and education. The REDLab group, from Stanford University's Graduate School of Education, conducts research into design thinking in K-12, secondary, and post-secondary settings. The Hasso Plattner Design Thinking Research Program is a collaborative program between Stanford University and the Hasso Plattner Institute from Potsdam, Germany. The Hasso Plattner Design Thinking Research Program's mission is to "apply rigorous academic methods to understand how and why design thinking innovation works and fails."
Block programming Block programming in radio also refers to programming content that appeals to various demographics in time blocks, usually corresponding to the top or bottom of the hour or the quarter-hour periods. For example, various musical genres might be featured; a country music hour; a three-hour afternoon block of jazz or a four-hour Saturday night '70s disco show.
K12 K12 (spoken as "k twelve", "k through twelve", or "k to twelve") comprises the sum of primary and secondary education in the United States, Canada, South Korea, Turkey, Philippines, Egypt, Australia, India, Afghanistan and Iran for publicly-supported school grades prior to college . The expression is a shortening of kindergarten (K) for 4- to 6-year-olds through twelfth grade (12) for 17- to 19-year-olds, the first and last grades of free education in these countries, respectively. The related term P–12 is also occasionally used in Australia and the United States, to refer to the sum of K12 plus preschool education.
Computational thinking The characteristics that define computational thinking are decomposition, pattern recognition / data representation, generalization/abstraction, and algorithms. By decomposing a problem, identifying the variables involved using data representation, and creating algorithms, a generic solution results. The generic solution is a generalization or abstraction that can be used to solve a multitude of variations of the initial problem.
Block programming Generally speaking, block programming is anathema to modern competitive commercial radio, which traditionally uses uniform formats, other than a handful of specialty shows in off-peak hours such as weekends (for instance, the infamous beaver hours in Canadian radio). The general rationale for not using block programming is that listeners expect a certain type of music when they tune into a radio station and breaking from that format will turn those listeners away from the station; likewise, a station that airs its programming in hodgepodge blocks will have difficulty building listener loyalty, as listeners' music will only be on for a few hours of the day. This argument for homogenized radio was also a driving force behind the effective death of freeform radio in the late 20th century. The case of talk radio is indicative of the decline of block programming: prior to the 1980s, it was not uncommon to mix various blocks of talk programming together on one station, but this has declined dramatically in the late 1990s and beyond. A listener to a conservative talk radio station will have little interest in a progressive talk radio, sports radio or hot talk block, which reaches a different demographic; stations that have attempted the block strategy have historically been unsuccessful. Block programming of this nature is alive and well on outlets like public radio (such as NPR, BBC, or the CBC) and in multicultural radio serving broad ethnic and cultural audiences, although even in this realm the idea of block programming is declining due to competition for donations.
Computational knowledge economy It has been argued that the skills needed by the computational knowledge economy are radically different, needing an emphasis on coding, math and computational thinking. In his book Education in the Creative Economy ISBN 978-1433107443 Daniel Araya has agued that "as this "computational knowledge economy
Crunch (programming block) The theme of the new programming block was a new holiday called "day 6", where there is no homework, chores or hobbies, such as music classes which could interrupt a kid's day during the hours of 7:00 a.m. to 12:00 p.m. (the hours that the CRUNCH programming block aired). YTV promoted the new programming block by inviting kids to download a kit which included door hangers informing others that day 6 was on and no chores and homework were being completed. There were also flyers which contained many of the programming block's slogans and a large notebook poster.
Block (programming) Blocks allow the programmer to treat a group of statements as a unit, and the default values which had to appear in initialization in this style of programming can, with a block structure, be placed closer to the decision:
Block programming The concept block programming is to provide similar programming to keep the viewers interested in watching. Radio stations use it consistently, by programming the same type of music for long periods of time. Notable examples of block programming was NBC's Thursday evening "Must See TV" lineup, which included two hours of sitcoms and one hour of "ER", and Channel 4's "T4" program which often ran sitcoms like "Friends" back-to-back for an hour or more. This strategy is particularly common in cable television, where reruns are assembled into similar blocks to fill several hours of generally little-watched daytime periods. A particularly long program block, especially one that does not air on a regular schedule, is known as a marathon.